Critically appraise 2 stages from drug discovery and 2 form drug development with reference to drugs discovered and developed for nervous system disorders preferably Epilepsy and Alzheimer’s. different drugs should be analysed throughout, appraising the success rate. ethics. cost-effectiveness, what worked and what didn’t in terms of chosen drug.

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Stages of drug discovery and drug development disorders of the nervous system.

Drug discovery stages:

  • 1)Target identification and validation
  • 2) Hit discovery
  • 3) lead identification

Drug development stages:

  • 1) Lead optimization (in vivo)
  • 2) Human clinical trials
  • 3) regulatory body approval.

Can critically appraise 2 stages from drug discovery and 2 form drug development with reference to drugs discovered and developed for nervous system disorders preferably Epilepsy and Alzheimer’s. different drugs should be analysed throughout, appraising the success rate. ethics. cost-effectiveness, what worked and what didn’t in terms of chosen drug. preferably up-to-date references

What did you measure and how, this should include characteristics reported by subjects, any equations used and referenced, reported dietary intake data, how it was collected and analysed, description of how Goldberg cut-offs were applied to the data.

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Practical report on adequacy and validity of reported dietary intake

Title: This should provide the reader with a clear description of what the report entails.

Introduction and brief review of literature: This section should describe the wider context of the research area e.g. measurement of dietary intake and adequacy of diet; the rationale for looking at dietary intake, the problems associated with the validity of reported dietary intake data and briefly introduce how validity can be estimated.

Aim: Clearly state the aim of the study; this can be in two parts.

Methods: This section should be written in the past tense and divided by further sub-headings.

Participants: who were your participants, how were they recruited

Measures: What did you measure and how, this should include characteristics reported by subjects, any equations used and referenced, reported dietary intake data, how it was collected and analysed, description of how Goldberg cut-offs were applied to the data (also presented as a table).

Statistical analysis: Paragraph stating SPSS used to analyse data, which tests were used, results considered statistically significant when p <0.05.

Results: Begin by describing participants (Table of male and female characteristics). Use statistics guide for instructions of how to draw a table.

Table to compare reported intake data of male and female subjects to appropriate DRV’s (referenced).

Table of characteristics of UR and AR followed by description in text of statistical analysis, use the statistics guide on Moodle to check how to report statistical analysis.

Table of dietary intake data of UR and AR followed by description in text of statistical analysis.

Scatter graph of EI:BMR against PAL – use statistics guide for instructions of how to draw a scatter graph.

Discussion: This is the section where you discuss your findings in the context of existing literature, this is also where you can really demonstrate your critical understanding of the research area.

You should begin by stating your main finding (this should answer your aim, if your aim is in two parts then do this in the most logical order), put into context of other research and then try to explain and reasons for differences in what you have found compared to other researchers. Also why this is an important finding, what does it mean for the research area. You then do this for all other findings.

Consider the strengths and limitations of your study.

What recommendations can you make for other researchers for practise and further research.

End with a conclusion.

Points to consider:

• Flawless APA format for in text citations and references

• Provide appropriate units of measurement in the text (e.g. age 30 years, BMI 18.5 kg/m2)

• In text citations should match the References at the end

• Spell out numbers when used at the beginning of a sentence

• Explain abbreviations when first used, e.g. World Health Organisation (WHO)

• No punctuation required before citations

• Indicate page numbers

• Proof-read before submission

• Follow presentation guidance

Describe how the properties of the different types of elements (metals, nonmetals, metalloids) differ. Explain what characteristics of metalloids are more like metals and which are more like nonmetals based on the research you conducted, and the information recorded in Data Table 1.

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Exploring the Properties of Elements

Exercise 1

Exploring the Properties of Elements

In this exercise, you will color the periodic table to designate the groups of elements. You will then research the physical and chemical properties of metals, nonmetals, and metalloids to determine the similarities and differences between the groups of elements.

Procedure

Part 1: Customizing a Periodic Table

  1. Use a textbook or other valid source to determine which elements are metals, nonmetals, metalloids (called semimetals in some texts), alkali metals, alkaline earth metals, transition metals, halogens, and noble gases.
  2. Download and print a copy of the Periodic Table of Elements.
  3. Use colored pencils, colorful highlighters, or computer drawing tools to devise a schematic for designating each of the following on the periodic table:
    • Group numbers
    • Period number
    • Labels for these groups: alkali metals, alkaline earth metals, transition metals, inner transition metals (lanthanides and actinides), other metals, metalloids (semimetals), other nonmetals, halogens, and noble gases
    • Metals, nonmetals, and metalloids

Note: Write the group and period numbers and color/highlight each element for categorization. Be sure to include a key for the schematic.

  1. Take a photo of the completed periodic table and upload the image into Photo 1.

Part 2: Properties of Element Groups

  1. Use a textbook or other valid source to research the physical and chemical properties of each element listed in Data Table 1 using the following as a guideline:
    • Ductile (able to be deformed without losing toughness) and malleable (able to be hammered or pressed permanently out of shape without breaking or cracking) or not ductile or malleable
    • Good, semi, or poor conductors of electricity and heat
    • High or low melting and boiling points
    • Occur or do not occur uncombined/freely in nature
    • High, intermediate, or low reactivity
    • Loses or gains electrons during reactions or is not reactive

Part 3: Group Name and Number

  1. Use the periodic table to identify the group name and group number of the elements listed in Data Table 2.
  2. Record whether the elements are metals, nonmetals, or metalloids in Data Table 2.
  3. Use a textbook or other reliable source to match each of the following descriptions to the correct element listed in Data Table 2:
    1. Pale yellow, odorless, brittle solid at room temperature, nonconductor
    2. Silvery white, relatively soft, low density, conductive solid that is not found as a free element in nature but commonly found combined in alloys with copper or nickel
    3. Metallic luster and grayish solid, very common in rocks and gemstones such as amethyst and opal, semiconductor
    4. Not found as a free element (uncombined) in nature, reddish-brown liquid that vaporizes readily at room temperature to a red gas with a strong disagreeable odor
    5. Silvery-white, ductile, malleable, conductive solid with a high melting point for this type of element
    6. Colorless, tasteless, and odorless gas, unreactive, nonconductive
    7. Soft, easily cut with a knife to expose a silvery surface that rapidly oxidizes in air; never found uncombined in nature

 

Exercise 1 – Questions

Question 1

Describe how the properties of the different types of elements (metals, nonmetals, metalloids) differ.

 Question 2

Explain what characteristics of metalloids are more like metals and which are more like nonmetals based on the research you conducted, and the information recorded in Data Table 1.

 Question 3

Define the term “transition.” How does this definition apply to the transition metals?

Analyse the relationship between TEE and Body Weight (kg) using the anonymised Group data. Compare values for group against indirect calorimetry and reference values (populations).

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Energy expenditure report

AIM:
1) Data analysis of indirect calorimetry method using Douglas bag in Student participants.
– Previously collected anonymised data

2) Analysis of a Physical Activity Diary (PAD)
– Analyse anonymised group data

Hypothesis to test:
⦁ That moderate physical activity markedly increases metabolic rate

⦁ That energy expenditure and heart rate are related

⦁ That RQ/RER alters with moderate physical activity

⦁ That estimated TEE from PAD using 2 methods differs

⦁ That estimated TEE from PAD varies with Body Weight

Things to Calculate and Analyse
⦁ Total Energy Expenditure (TEE) using PAD Diary and equations given.

⦁ Analyse the relationship between TEE and Body Weight (kg) using the anonymised Group data.

⦁ Compare values for group against indirect calorimetry and reference values (populations).

What is the relationship between the predicted outcome and the hypothesis being tested in an experiment? An experimental outcome can be compromised in two ways. What are they and how do they differ?

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Show what you know

What is the relationship between the predicted outcome and the hypothesis being tested in an experiment? An experimental outcome can be compromised in two ways. What are they and how do they differ?

What is the difference between an experimental group and a control group? Discuss in detail how each of them is used.

What problems do conceptually vague claims and vague predictions pose when we are designing experiments? Explain in detail.

What are single- and double-blind experiments and how do they address the problems posed by experimenter bias and experimental subject bias?

Answer all four questions on the same MS Word document (.docx or .doc). Do not use PDF or any other format.

Label each question. You may do so by repeating the question and following it with your response. The words of the question do not count toward the required 250.

You are required to use and cite at least two sources in every answer.

Describe how air pollution can impact the commons. What were some of the major events where air resources were finally recognized as a commons needing protection.

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Tragedy of the Commons

The pollution of the atmosphere has been called a “Tragedy of the Commons.” Read the Tragedy of the Commons article located at the following link or in the attachment to this assignment. Describe how air pollution can impact the commons. What were some of the major events where air resources were finally recognized as a commons needing protection.

Your response should be 2-3 pages not counting references or the cover sheet .There should be at least three scholarly references.

Why do you think there is value in understanding and studying the natural sciences when considering not only the impact of science on the global community, but to each of us individually?

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Short Answer 8

It is important to think about your obligation as a citizen in today’s society. You need to understand the science behind issues that impact you and other people on this earth every day. Answer the following questions:

 

How can being a more scientifically informed member of society benefit you and your community?

Include the title of the TED Talk that you chose to watch (from the options provided in the module Reading and Resources area, see below titles) as well as one point made by the speaker to support your response.

Why do you think there is value in understanding and studying the natural sciences when considering not only the impact of science on the global community, but to each of us individually?

 

Explore the pros and cons of the IMT. Discuss visual function vs. functional vision as related to this technology, and discuss how to maximize visual efficiency for everyday life when one of the patient’s eyes has an IMT and the other eye does not. 

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Essay

The question:

Explore the pros and cons of the IMT. Discuss visual function vs. functional vision as related to this technology, and discuss how to maximize visual efficiency for everyday life when one of the patient’s eyes has an IMT and the other eye does not.

 Identify some of the specific websites that you used for your research for the assessments that you uploaded in question 4 and evaluate the relevance and reliability of each of these.

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Plans have been compiled here for the completion of your assessments. You show how you will manage your time but you need to outline the key points that you will cover in the assessment. You also need to show the structure that your assessments will follow and include a word count allocation.

The plans could also have been developed to show detail of the key concepts that you would be including and possible sources of reference. Add more detail and resubmit the two sets of plans.

Identify some of the specific websites that you used for your research for the assessments that you uploaded in question 4 and evaluate the relevance and reliability of each of these.

Relying on others who had already done this question to help you answer this question is not an example of a reliable source.

Discuss Infection of the prostate glands as a risk-factor and biomarker of prostate cancer.

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Discuss Infection of the prostate glands as a risk-factor and biomarker of prostate cancer.